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Federal
U.S. Department of Education
(USDE)
Office of Migrant Education (OME)
Office of English Language Acquisition (OELA)
National
Clearinghouse for English Language Acquisition (NCELA)
Office of Civil Rights (OCR) and Region X -
Equity Center
Northwest Regional Educational Laboratory (NWREL) and
Comprehensive Center - Region X
Educational Resources Information Center (ERIC)
National Institutes and university-based education research centers
U.S. Department of Education
(USDE)
President Bush issued his education
plan, No Child Left Behind,
during his first week in office (January 2001). The plan is designed to increase
accountability for student performance, focus on what works, reduce bureaucracy
and increase flexibility, and empower parents.
To keep up with late breaking news from USDE,
subscribe to EDInfo,
a free information service that provides three e-mail messages each week on new
reports, new initiatives, funding opportunities from USDE, and more.
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The
Office of Migrant Education (OME) works to improve teaching and learning for migratory children. Programs and
projects administered by OME are designed to enable children whose families
migrate to find work in agricultural, fishing, and timber industries to meet
the same challenging academic content and student performance standards that
are expected of all children. The migrant education program is based on the
premise that migrant children, although affected by poverty and the migrant
lifestyle, can and should have the opportunity to realize their full academic
potential.
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Established in 1974 by Congress,
the Office of English
Language Acquisition
helps school districts meet their responsibility to provide equal access to
equal educational opportunities for limited English proficient children.
The
National
Clearinghouse for English Language Acquisition (NCELA) is funded by
OELA to collect, analyze, and disseminate information
relating to the effective education of linguistically and culturally diverse
learners in the U.S. NCBE is operated by The George Washington University
Graduate School of Education and Human Development, Institute for Education
Policy Studies.
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The
Office
for Civil Rights (OCR) is responsible for enforcing a variety of
federal statutes prohibiting discrimination by recipients of federal education funds on
the basis of race, color, national origin, gender, disability, or age. OCR focuses on encouraging
voluntary compliance with civil rights laws by providing policy guidance,
staff training, and technical assistance.
The 10 Equity Assistance
Centers (formerly Desegregation Assistance Centers) are funded by the U.S.
Department of Education under Title IV of the 1964 Civil Rights Act. They
provide assistance in the areas of race, gender, and national origin equity to
public school districts to promote equal educational opportunities. Operated by the Northwest Regional Educational Laboratory (NWREL),
Region X - Equity
Center
(formerly the Center for National Origin, Race, and Sex Equity) serves
Washington, Alaska, American Samoa, Federated States of Micronesia, Guam,
Hawaii, Idaho, Republic of the Marshall Islands, Commonwealth of the Northern
Mariana Islands, Oregon, and Republic of Palau.
In order to help state and local
decision makers improve their schools, the U.S. Department of Education shares the latest research
findings and information on education with parents, teachers, school board
members, policymakers, and the general public.
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Technical assistance, supported by
USDE, is changing -- in part, as a result of the Improving America's
Schools Act of 1994 (IASA). IASA authorized the Elementary and Secondary
Education Act, which (under Title XIII) combines the functions of 48 categorical
technical assistance efforts into 15 Comprehensive
Regional Assistance Centers.
Also operated by NWREL, the Comprehensive Center - Region X
serves Washington, Idaho, Montana, Oregon, and Wyoming.
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Since 1966, the U.S. Department of
Education's Educational
Resources Information Center (ERIC) has distributed information on subjects
ranging from elementary and early childhood education, to education for disabled
and gifted children, to rural and urban education. ERIC, the world's largest
database on education, is available through libraries and is used by more than
500,000 people each year. ERIC information is available by calling
800-424-1616 or e-mail library@ed.gov
MEP/STBP recommends the following clearninghouses for information on migrant
and Limited-English-Proficient (LEP) students:
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The The Institute of Urban and Minority Educationconducts research and evaluations, provides information services, and assists schools, community-based organizations, and parent school leaders in program development and evaluation, professional development, and parent education.
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The U.S. Department of Education also supports research on
effective educational practices for all students and monitors the performance of
the American education system through the collection of statistics and
evaluation data. For example, USDE supports long-term research and
development through five
National Institutes and their university-based
education research centers. Many of the nation's effective school
improvement efforts have been based on research originally funded by federal
education research programs. MEP/STBP recommends the following national
institute and university-based education research centers for further
exploration:
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The University of California's
Center
for Research on Education, Diversity & Excellence (CREDE)
focuses its research and development on critical issues in
the education of linguistic and cultural minority students and those placed
at-risk by factors of race, poverty, and geographic location.
The following Research Reports may be of special interest to educators:
From At-Risk to Excellence: Research, Theory, and Principles for
Practice
Impact of Two-Way Bilingual Elementary Programs on Students' Attitudes
Toward School and College
Becoming Bilingual in the Amigos Two-Way Immersion Program
Collaborative Practices in Bilingual Cooperative Learning Classrooms
Two-Way Immersion 101: Designing and Implementing Two-Way Immersion
Education Program a the Elementary School Level
Program Alternatives for Linguistically Diverse Students
Successful Transition into Mainstream English: Effectives Strategies
for Studying Literature
The Sheltered Instruction Observation Protocol: A Tool for
Teacher-Researcher Collaboration and Professional Development
Implementing Two-Way Immersion Programs in Secondary Schools
Broadening the Base: School/Community Partnerships Serving Language
Minority Students At Risk
Leaders Can Improve Interethnic Relations
The Role of Classroom Assessment in Teaching and Learning
The Dual Language Program Planner: A Guide for Designing and
Implementing Dual Language Programs
Directory of Secondary Newcomer Programs in the United States: Revised
2000
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The
Center for Improvement of Early Reading Achievement's (CIERA)
tasks are to find answers to persistent problems in reading through research
and to disseminate those solutions to people who impact children's early
reading achievement: teachers, teacher educators, parents, policymakers, and
others.
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The National Research Center on English Learning
& Achievement (CELA) is dedicated to improving the teaching and learning of English and language
arts. CELA's research seeks to learn what elements of curriculum,
instruction, and assessment are essential to developing high literacy and
how schools can best help students achieve success. Their
research and outreach
activities are planned to provide definitive information about what works,
for whom, and under what conditions.
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Additional Resources
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